Teacher evaluation: the need for valid measures and increased teacher involvement
Author:
Publisher
Springer Science and Business Media LLC
Subject
Organizational Behavior and Human Resource Management,Education
Link
http://link.springer.com/article/10.1007/s11092-018-9273-9/fulltext.html
Reference11 articles.
1. Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability, 28(2), 139–159. https://doi.org/10.1007/s11092-015-9234-5 .
2. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability, 29(2), 155–178. https://doi.org/10.1007/s11092-016-9256-7 .
3. Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability, 26(1), 5–28. https://doi.org/10.1007/s11092-013-9179-5 .
4. Huber, S. G., & Skedsmo, G. (2016). Teacher evaluation—accountability and improving teaching practices. Educational Assessment, Evaluation and Accountability, 28(2), 105–109. https://doi.org/10.1007/s11092-016-9241-1 .
5. Lavigne, A. L., & Chamberlain, R. W. (2017). Teacher evaluation in Illinois: school leaders’ perceptions and practices. Educational Assessment, Evaluation and Accountability, 29(2), 179–209. https://doi.org/10.1007/s11092-016-9250-0 .
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